Bridging the Knowledge Gap: Countering the Digital Divide in a Rural School Library in Zimbabwe

Abstract

The digital divide between urban and rural learners is a significant obstacle to achieving the United Nations Sustainable Development Goal Number 4 (SDG 4) and the provision of information to rural dwellers. Achieving inclusive and equitable education for all partly hinges on bridging the digital gap. A case study of the Zimbabwe Rural Schools Library Trust (ZRSLT) was conducted to explore innovative strategies employed to bridge the digital divide. Data went through document and web content analysis, and interviews with three board members were conducted. Thematic content analysis was used to analyse the data. The findings revealed that ZRSLT established community initiatives and public-private partnerships to leverage the resources and expertise to develop and implement innovative solutions to bridge the digital divide. This was done through the provision of reading materials, donating technological equipment, building school libraries, assisting disadvantaged learners with school fees, and engaging policymakers to support rural schools in developing policies that support the integration of technology into the educational system. The authors recommend the need to identify policy and institutional changes needed to support the adoption and implementation of innovative solutions by the stakeholders in the education system. This study can inform national and regional educational standards where policymakers can use evidence-based strategies to design and implement programmes that specifically address the needs of rural learners. By addressing the digital divide, this study not only supports the achievement of SDG 4 but also contributes to the overall progress and development of rural communities in developing countries.

Keywords

• equity
• rural
• school libraries
• sustainable development
• Zimbabwe